Multi-tiered Instruction/Response to Intervention using Positive Behavioral Supports (PBS) and Students with Autism
Positive Behavioral Supports School-wide philosophy that all students can demonstrate pro-social behavior in the school environment when exposed to positive reinforcers (Tier 1) Carefully planned structures placed in the environment to promote desired behaviors among small groups (Tier 2) Individualized methods, techniques and designed to promote pro-social behavior in individual with autism – May require intensive individualized instruction, monitoring, behavior plan (Tier 3)
Use of positive supports with individuals with autism improved behavior by 80% over methods that emphasized punishment (Carr, et. al., 2000) Supports are based on Empirical Research Supports stress functional outcomes Stress general strategies before individualized approaches and behavior plans
Characteristics Making Students with Autism Prone to Behavior Problems Deficits in Theory of Mind: Putting self in someone else's shoes Social perspective taking Ability to infer mental status Intentions Beliefs Focus on mind/thoughts instead of physical world/thinking about what others are thinking about *Information gleaned from reading facial expression, tone ofvoice, behavior, listening to comments all in social context
Example: Derrick and Sean talk about Derrick’s favorite video game. Sean looks at his watch. Derrick interprets Sean’s behavior as: ―Sean wants to leave‖ ―Sean wants to talk about something else‖ Doesn’t stop to think that Sean may just be admiring his watch. Everything based on social context Difficult for individual with autism to process same way
General Strategies System-wide Positive Support Strategies Environment Offering Interesting Activities and Opportunities Constructive, Flexible Curriculum Supports for Maintaining Physical Health Support for Social-Emotional Development
Characteristics of Positive Behavior Supports Tiers 1 and 2 Supports benefit all students in theclassroom and/or group Elementary Appropriate rewards: Social: praise, high-fives, line leader, classroom assistant Tangible: treasure box, stickers, preferred objects, classroom charts Activity based: free time, cool down, computer, reading to younger students, extra sensory time
Secondary Reward System: Social rewards: praise, grades, class recognition, out of class recognition, presentation of work Tangible rewards: movie tickets, sports passes, food, lottery tickets Activity-based: free time, cool down, exercise, runner, office/library work, teacher assistant, time to socialize with peers, sports team manager, free hat/dress day
Positive Classroom Supports for Any Level (Tier) Clear consistent expectations Set timelines for assignment completion Assignments written on the board Requirements for use of an agenda/calendar to note assignments (short and long term) Handouts, notes, syllabus as available at late elementary and secondary levels Peer note takers or access to computers as needed for note taking
Peer mentoring (instruction provide to peers) Clear references to school rules that have been reviewed with all students who may need individual support Schedule of classes and activities at secondary Daily schedule placed on the board and on student desk at elementary—may be reviewed throughout day Opportunities for individual and small group work with discussion about group expectations Real time social instruction as appropriate Preschool and elementary structured social interaction with peers
Students with Specific Interventions
Melt Downs and Tantrums
Know sequence of behaviors that harbingers of increased anxiety, frustration, stress (behavior chain) and emotional episode, tantrums, out of control behavior Intervene before escalation reaches half-way point Allow to calm, then return to work If loses control, allow ―melt down‖ to run its course Avoid excessive, talking, questioning, handling Provide opportunities for exercise to meet sensory needs Meaningful work Minimize distraction when possible Seating away from environmental noise (heaters, humming) Seating with supportive peers and away from students who would tease Be aware of communication, social, behavioral needs
Basic Student Specific Supports
Visual Supports: anything we see that enhances our communication and understanding Can include: body language, natural environmental cues, traditional organizational tools, etc. Broad category: visual schedules, choice boards, task completion/skill development
Purpose of Visual Supports Provide concrete, structured information Support communication and independence Can address a variety of issues, including: trouble following another persons directions (ToM) Being bothered by minor changes in routine/preference for predictability (WCC) Rigidity, inflexibility (EF) Poor planning and organizational skills (EF) Trouble anticipating consequences (EF)
Visual Schedules Used to increase structure and predictability Can be used to teach new skills, remind about daily routines, help break tasks down into small units For younger children and those with limited language skills, use pictures or icons For children who can read, use written descriptions with or without pictures to regulate social behavior Used to display cognitive rehearsal teaching appropriate social behaviors Reduce stress and/or redirect if student is escalating
Social Stories
Developed by Carol Gray Scripts to support attending to social cues, perspectives of others Scripts for appropriate responses in social settings Key Components:
--Describes the setting
--Describes the perspective of others involved
-- Gives clear guideline/rule of expected behavior
-- Best when personalized and developed with the child and maintained for review
Positive Behavioral Supports
School-wide philosophy that all students can demonstrate pro-social behavior in the school environment when exposed to positive reinforcers (Tier 1)
Carefully planned structures placed in the environment to promote desired behaviors among small groups (Tier 2)
Individualized methods, techniques and designed to promote pro-social behavior in individual with autism – May require intensive individualized instruction, monitoring, behavior plan (Tier 3)
Use of positive supports with individuals with autism improved behavior by 80% over methods that emphasized punishment (Carr, et. al., 2000)
Supports are based on Empirical Research
Supports stress functional outcomes
Stress general strategies before individualized approaches and behavior plans
Characteristics Making Students with Autism Prone to Behavior Problems
Deficits in Theory of Mind:
Putting self in someone else's shoes
Social perspective taking
Ability to infer mental status
Intentions
Beliefs
Focus on mind/thoughts instead of physical world/thinking about what others are thinking about
*Information gleaned from reading facial expression, tone of voice, behavior, listening to comments all in social context
Example:
Derrick and Sean talk about Derrick’s favorite video game. Sean looks at his watch. Derrick interprets Sean’s behavior as:
―Sean wants to leave‖
―Sean wants to talk about something else‖
Doesn’t stop to think that Sean may just be admiring his watch.
Everything based on social context
Difficult for individual with autism to process same way
General Strategies
System-wide Positive Support Strategies
Environment Offering Interesting Activities and Opportunities
Constructive, Flexible Curriculum
Supports for Maintaining Physical Health
Support for Social-Emotional Development
Characteristics of Positive Behavior Supports
Tiers 1 and 2 Supports benefit all students in the classroom and/or group
Elementary Appropriate rewards:
Social: praise, high-fives, line leader, classroom assistant
Tangible: treasure box, stickers, preferred objects, classroom charts
Activity based: free time, cool down, computer, reading to younger students, extra sensory time
Secondary Reward System:
Social rewards: praise, grades, class recognition, out of class recognition, presentation of work
Tangible rewards: movie tickets, sports passes, food, lottery tickets
Activity-based: free time, cool down, exercise, runner, office/library work, teacher assistant, time to socialize with peers, sports team manager, free hat/dress day
Positive Classroom Supports for Any Level (Tier)
Clear consistent expectations
Set timelines for assignment completion
Assignments written on the board
Requirements for use of an agenda/calendar to note assignments (short and long term)
Handouts, notes, syllabus as available at late elementary and secondary levels
Peer note takers or access to computers as needed for note taking
Peer mentoring (instruction provide to peers)
Clear references to school rules that have been reviewed with all students who may need individual support
Schedule of classes and activities at secondary
Daily schedule placed on the board and on student desk at elementary—may be reviewed throughout day
Opportunities for individual and small group work with discussion about group expectations
Real time social instruction as appropriate
Preschool and elementary structured social interaction with peers
Students with Specific Interventions
Melt Downs and Tantrums
Know sequence of behaviors that harbingers of increased anxiety, frustration, stress (behavior chain) and emotional episode, tantrums, out of control behavior
Intervene before escalation reaches half-way point
Allow to calm, then return to work
If loses control, allow ―melt down‖ to run its course
Avoid excessive, talking, questioning, handling
Provide opportunities for exercise to meet sensory needs
Meaningful work
Minimize distraction when possible
Seating away from environmental noise (heaters, humming)
Seating with supportive peers and away from students who would tease
Be aware of communication, social, behavioral needs
Basic Student Specific Supports
Visual Supports: anything we see that enhances our communication and understanding
Can include: body language, natural environmental cues, traditional organizational tools, etc.
Broad category: visual schedules, choice boards, task completion/skill development
Purpose of Visual Supports
Provide concrete, structured information
Support communication and independence
Can address a variety of issues, including: trouble following another persons directions (ToM)
Being bothered by minor changes in routine/preference for predictability (WCC)
Rigidity, inflexibility (EF) Poor planning and organizational skills (EF) Trouble anticipating consequences (EF)
Visual Schedules
Used to increase structure and predictability
Can be used to teach new skills, remind about daily routines, help break tasks down into small units
For younger children and those with limited language skills, use pictures or icons
For children who can read, use written descriptions with or without pictures to regulate social behavior
Used to display cognitive rehearsal teaching appropriate social behaviors
Reduce stress and/or redirect if student is escalating
Social Stories
Developed by Carol Gray
Scripts to support attending to social cues, perspectives of others
Scripts for appropriate responses in social settings
Key Components:
--Describes the setting
--Describes the perspective of others involved
-- Gives clear guideline/rule of expected behavior
-- Best when personalized and developed with the child and maintained for review